Abstracts - Earli

of this two-year study will be discussed in the context of how exams can be used most effectivelyto develop new potentials for learning.Impact of practice analysis group on teacher beliefs, attitudes and interventions toward studentswith ADHDCatherine Lanaris, Universite du Quebec en Outaouais, CanadaLine Masse, Universite du Quebec a Trois-Rivieres, CanadaAttention deficit disorder with or without hyperactivity (ADHD) is the behavior disorder that ismost frequent in school age children. These children are often at a very high risk for academicunderachievement. Teachers have generally little knowledge about ADHD, and educationalpractices recommended for them. Many have beliefs and values that go against the recommendedpractices. Teachers’ training regarding ADHD turns out to be a good way to improve practiceswith ADHD students. However, when teachers’ training is limited to workshop, there is littlereinvestment in their classroom. In an action-research, we have developed a support service forhelping teachers to renew their practices toward ADHD students. This service includes a trainingworkshop on ADHD followed by practice analysis group for teachers having at least one ADHDstudent integrated in their classroom. These groups play a role of supervision and support forparticipants. Two tools were particularly used in the meetings: learning diary and group problemsolving process. The diary is characterized by a deliberated reflexive process on consigned data ona problematic situation with ADHD student in order to better understand it, and to bring outprinciples or solutions to apply in the future. To evaluate the impact of this service, we used aqualitative approach to have a more in depth perception of the participants’ experience. Semistructuredinterviews were conducted with all the teachers participating in the practice analysisgroup (N =18). A systematic approach was used for the data analysis, and the work environment ofATLAS-ti was used. Many positive impacts emerge from the data, among others: a betterknowledge and understanding of ADHD students’ problematic and practices to meet their needs,the establishment of cooperation between the teachers who support each other to better understandthe problematic of a particular student or to find solutions.Measuring subordinates’ evaluations on their superior’s emotional leadership with LCCQPetri Nokelainen, University of Tampere, FinlandPekka Ruohotie, University of Tampere, FinlandThis paper presents an 18-item self-rating Likert-scale Leadership Competencies andCharacteristics questionnaire (LCCQ) that operationalises Goleman, Boyatzis and McKee’s (2002)four domains of Emotional Intelligence (EI) with eighteen characteristics. The sample consists of682 adult employees of several Finnish companies, one vocational institution and one vocationalhigh school. First, the eighteen items of the B part of the LCCQ measuring subordinates’evaluations on their superior’s emotional leadership were analysed by mean values and standarddeviations. Second, the variable structure was examined with Bayesian dependency modeling(BDM, Myllymäki, Silander, Tirri & Uronen, 2002). Third, eighteen emotional leadership itemswere correlated with four items from the A part of the LCCQ measuring (1) decision makingskills, (2) leadership skills, (3) planning and organizing skills, and (4) human relations skills.Investigation of subordinate’s evaluations showed that the target organization’s superiors had quitesound sense of their self-worth and capabilities. They were also able to read currents, decisionnetworks, and politics at the organizational level, recognize and meet follower, client or customerneeds, keep disruptive emotions and impulses under control, and see the upside in the events. TheBDM results showed that the theoretical structure of EI is present at least in component level in– 650 –